Download Multiple Lesson Plans From Greely School District

2011-2012
Curriculum Guides
6th Grade
Social Studies
Weld County School District 6
Learning Services
1025 9th Avenue
Greeley, CO 80631
970/348-6000
Acknowledgements
Our sincere thanks to the following teachers and administrators for their efforts in
making this publication of the social studies curriculum guides inclusive of the
curriculum, instruction and assessment opportunities that will improve the teaching
and learning of social studies in this district. Thank you for all your hard work and
expertise this year.
MIDDLE SCHOOL
Patrick Forster
Chris Haddorff
Joe Hicks
Brian McKinnon
Ken Powers
Niki Quinby
Stacie Roberts
Charles Sparks
Pam Tann
HIGH SCHOOL
Steve Burch
Michael Conner
Shannon Dixon
Darrin Ekern
Dave Falter
Emily Kirby
Derik Olson
Alan Stearns
Ryan Vyborny
Don Wagner
AMINISTRATORS
R.J. Cieminski
Steve Linkous
Tim Ridder
Phil Thompson
Jesse Tjerina
SECONDARY SOCIAL STUDIES COORDINATOR
Deagan Andrews
Greeley-Evans School District 6
2011-2012
Greeley-Evans School District 6
Sixth Grade
Social Studies Curriculum Guide
UNIT 1: Social Studies Skills
Enduring Concept: Introduction of Essential Social Studies Skills
Timeline: 3 Weeks
Grade Level Expectations (GLE):
Vocabulary:
Geography 1: Use Geographic Tools to solve problems.
archeology,
History 1: Analyze and interpret historical sources to ask and research historical questions.
artifact,
History 2: The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and
history,
their relationships with one another.
geography,
pictographs,
Inquiry Question(s):
hemispheres,
• How do we use historical inquiry to understand the past? How does the past affect the present?
prime meridian,
• How can geographic tools be used to solve problems in the future?
equator,
• How can we determine which sources are helpful in interpreting the past?
• What are key primary sources that help to understand the history of the Western Hemisphere?
Assessments
Pre-test Common Assessment 1 (August 29-September 2)
No Re-Teach week.
Suggested Performance Task:
Geography 1 a. Map creation
History 1 b. Identifying and interpreting primary and secondary sources
History 1 c. Analyzing artifacts using historical inquiry
Suggested SCR prompts:
Summarize how we use historical inquiry to understand history.
Other Suggested Assessments:
• Higher Level Thinking
• Cornell Notes
• SCR
• Multiple Choice
• Authentic Assessment
• Hypothetical Story Write
• Quick Writes
• Simulations
• Venn Diagram (Tri-Venn Diagram)
• Frayer Model
• Foldables (Brochure)
• K.W.L.
Greeley-Evans School District 6
2011-2012
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Philosophical Chairs
30 Second Expert
Socratic Seminar
Gallery Walk
Differentiation
Writing Across the Curriculum
Cause and Effect
Short Answer Response
Jigsaw
Numbered Heads
Whisper Read
latitude,
longitude,
compass rose,
scale,
historical inquiry,
regions,
primary source,
secondary source
Evidence Outcomes
History GLE Evidence Outcome Aligned with CDE STANDARDS
History 1 b. Interpret documents and data from multiple primary and
secondary sources while formulating historical questions. Sources to include
but not limited to art, artifacts, eyewitness accounts, letters and diaries,
artifacts, real or simulated historical sites, charts, graphs, diagrams and
written texts.
History 1 c. Critique information to determine if it is sufficient to answer
historical questions.
History 2 b. Determine and explain the historical context of key people,
events, and ideas over time including the examination of different
perspectives from people involved. Topics to include but not limited to
Aztec, Maya, Inca, Inuit, early Native American cultures of North America,
major explorers, colonizers of countries in the Western Hemisphere, and the
Columbian Exchange.
Geography 1 a. Use longitude, latitude, and scale on maps and globes to
solve problems.
Geography 1 c. Ask multiple types of questions after examining geographic
sources.
Geography 1 e. Distinguish different types of maps and use them in
analyzing an issue.
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6th Grade Western Hemisphere Curriculum Guide
Instruction (Embed 21st Century Skills)
Essential Content:
• Map Reading Skills
 Elements of a Map
 Title
 Compass Rose
 Latitude and Longitude
 Scale
 Key
 Coordinates
 Cardinal Directions
 Types of Maps (Political, Physical, Historical)
Activity: Have student create a grid with latitude and longitude lines and all elements of a map.
Do regional maps for every culture study this year.
• 5 Themes of Geography
 Create Cornell notes on the Five Themes of Geography. (This is the time to teach how to take Cornell notes, summary writing using the
GIST strategy)
 Definitions of the Five Themes: http://www.una.edu/geography/statedepted/themes.html
• Primary and Secondary Sources
• Gallery Walk – artifacts, diaries, pictographs,
• Chronology
 B.C., A.D., B.C.E., C.E.
 Teach B.C. by saying Backwards Count
 Create a timeline of events – starts small (a timeline of their day, then a timeline of the school year, then a timeline of their life…)
 Create a Classroom Parallel Timeline for each unit- compare events that are happening in different parts of the Western Hemisphere. Show
that history is not in a vacuum.
Vocabulary:
Do Cornell notes on Unit 1 Vocabulary.
Have students do a silent scavenger hunt looking for the definitions. Students should walk around the room looking for definitions. Definitions should
be written in such a way that students cannot find the answers (verbatim) in a book.
Resources:
TCI Chapter 1,
Cornell notes,
Student oral histories,
Maps and globes, Atlases,
Primary source documents (Photos, letters, diaries, journals, etc.)
Greeley-Evans School District 6
2011-2012
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6th Grade Western Hemisphere Curriculum Guide
Greeley-Evans School District 6
Sixth Grade
Social Studies Curriculum Guide
Unit 2: Native Americans
Enduring Concept: Explain how the Native American people, products, cultures, and ideas
Timeline: 7-8 Weeks
interacted with their environment.
Grade Level Expectations (GLE):
Vocabulary:
History GLE (Standard 1): Analyze and interpret historical sources to ask and research historical questions.
culture,
pueblo,
History GLE (Standard 2): Historical eras, individuals, groups, ideas and themes in regions of the Western
cultural,
mesa,
Hemisphere and their relationships with one another.
region,
confederacy,
Geography GLE (2): Human and physical systems vary and interact.
migrate,
pictographs,
Civics GLE (2): Compare multiple systems of government.
environment,
oral tradition,
natural
slash and burn farming,
Inquiry Question(s): (From the standards document):
resources,
buffalo,
• How did environmental factors promote cultural diversity among Native American groups?
Beringia,
pottery,
• How did Native American’s ability to adapt determine their survival?
adobe,
mesa
• What did Native Americans do to maintain their cultural history?
Assessments
Common Assessment 2 (November 7-11) Re-teach
Week: November 14-18
Suggested Performance Tasks:
Geography 2 b and c. Creation of various physical and
cultural maps (TCI chapter 1 8th grade)
History 1 a. Writing Oral History (Use AVID book)
History 2 a. / Geography 2 a.
Venn Diagram
History 2 b. / Geography 2 d.
Socratic Seminar
Civics 2 a. Compare and contrast bubble chart
Other Suggested Assessments:
• I Am poem
• Higher Level Questioning
• Cornell Notes
• SCR
• Quick Writes
• Venn Diagram (Tri-Venn Diagram)
• Frayer Model
• Foldables (Brochure)
• K.W.L.
• Socratic Seminar
Greeley-Evans School District 6
2011-2012
Evidence Outcomes
History 1 a. Identify ways different cultures record history.
History 2 a. Explain how people, products, cultures, and ideas interacted and are interconnected
over key eras in the Western Hemisphere.
History 1 b. Interpret documents and data from multiple primary and secondary sources while
formulating historical questions. Sources to include but not limited to art, artifacts, eyewitness
accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams
and written texts.
History 2 b. Determine and explain the historical context of key people, events, and ideas over
time including the examination of different perspectives from people involved. Topics to include
but not limited to colonizers of countries in the Western Hemisphere, and the Columbian
Exchange (These topics are not covered in this unit because they are addressed in other units of
study Aztec, Maya, Inca, Inuit, early Native American cultures of North America, Major cultures of
North America, and Major explorers).
Geography 2 a. Classify and analyze the types of connections between places.
Geography 2 b. Identify physical features and explain their effects on people in the Western
Hemisphere.
Geography 2 c. Give examples of how people have adapted to their physical environment.
Geography 2 d. Analyze positive and negative interactions of human and physical systems in the
Western Hemisphere.
Civics 2 a. Describe different forms of government.
Instruction:
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6th Grade Western Hemisphere Curriculum Guide
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K.W.L – asking what students know about Native Americans and their environmental influences and what students wonder.
Reading textbook and article on the Inuit that is in Blackboard folder.
Create posters in collaborative groups for each of the Native American cultural regions.
Gallery Walk using pg. 25 in TCI History Alive! –The United States through Industrialism – Interactive Student Notebook.
One page type written report on one Native American Tribe assigned by teacher and researched from the site provided and in the reference
section.
 Binding of the reports to create a booklet for each student on Native Americans (optional).
SCR for the Learning column of K.W.L. sheet
Discuss Oral Traditions, pictographs and share cultural region stories as a culminating activity.
~The Native American Perspective~
Introduction: A Brief Account of the Destruction of the Indies by Spanish Bishop Bartolome de las Casas Of the Island HISPANIOLA. In this Isle, which, as we
have said, the _Spaniards_ first attempted, the bloody slaughter and destruction of Men first began: for they violently forced away Women and Children to
make them Slaves, and ill-treated them, consuming and wasting their Food, which they had purchased with great sweat, toil, and yet remained dissatisfied
too, which every one according to his strength and ability, and that was very inconsiderable
Response: From which time they began to consider by what ways and means they might expel the Spaniards out of their Country, and immediately took up
Arms. But, good God, what Arms, do you imagine? Namely such, both Offensive and Defensive, as resemble Reeds wherewith Boys sport with one another,
more than Manly Arms and Weapons.
Which the Spaniards no sooner perceived, but they, mounted on generous Steeds, well weapon'd with Lances and Swords, begin to exercise their
bloody Butcheries and Strategems, and overrunning their Cities and Towns, spar'd no Age, or Sex, nay not so much as Women with Child, but ripping up their
Bellies, tore them alive in pieces.
Slavery: The Warlike Engagements being over, and the Inhabitants all swept away, they divided among themselves the Young Men, Women, and Children
reserved promiscuously for that purpose, one obtained thirty, another forty, to this Man one hundred were disposed...And this was the great care they had of
them, they sent the Males to the Mines to dig and bring away the Gold, which is an intolerable labor; but the Women they made use of to Manure and Till the
ground, which is a toil most irksome even to Men of the strongest and [toughest kind],allowing them no other food but Herbage.
Treatment: They were compelled to carry burdens of eighty or one hundred pound weight, and that an hundred or two hundred miles complete: and the
Spaniards were born by them on the Shoulders to carry the burdens and cumbersome baggage of their journeys, insomuch that it frequently happened, that
the Shoulders and Backs of the Indians were deeply marked with their scourges and stripes. Just as they used to serve a tired Jade, accustomed to burdens.
And as to those slashes with whips, blows with staves, cuffs and boxes, maledictions and curses, with a Thousand of such Torments they suffered during the
fatigue of their laborious journeys.
Conclusion: It would require a long tract of time, and many Reams of Paper to describe them, and when all were done would only create Horror and
Consternation in the Reader. The Men died in Mines, hunger starved and oppressed with labor, and the Women perished in the Fields, harassed and broken
with the like Evils and Calamities: Thus an infinite number of Inhabitants that formerly peopled this Island were exterminated and dwindled away to nothing
by such Consumptions.
Resources:
Books:
History Alive! The United States Through Industrialism – TCI 8th Grade textbook – Chapter 1
History Alive! The United States Through Industrialis: Interactive Student Notebook – TCI – pgs. 2-5
Greeley-Evans School District 6
2011-2012
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6th Grade Western Hemisphere Curriculum Guide
Do All Indians Live in Tipis?: Questions and Answers from the National Museum of the American Indian – Smithsonian
North American Indian - DK Eyewitness Books
Keepers of the Animals- Native American Stories and Wildlife Activities for Children – Michael J. Caduto and Joseph Bruchac; Fulcrum Publishing: Golden ,
Colorado
Keepers of the Animals- Native American Stories and Environmental Activities for Children – Michael J. Caduto and Joseph Bruchac; Fulcrum Publishing:
Golden , Colorado
Videos:
America The Story of Us – the History Channel and Houghton Mifflin Harcourt
500 Nations – 500 Nations Productions and Warner Bros. Entertainment, Inc.
Websites: 6th Grade Friendly Websites for Studying Native Americans
Excellent Overview of Nations http://www.mce.k12tn.net/indians/index.htm
Southeast Cultural Region
“The Five Civilized Tribes” – Creek, Choctaw, Chickasaw, Cherokee, Seminole Cherokee http://www.bigorrin.org/cherokee_kids.htm
Seminole http://www.bigorrin.org/seminole_kids.htm
Southwest Cultural Region
Pueblo http://www.bigorrin.org/pueblo_kids.htm
Navajo http://www.bigorrin.org/navajo_kids.htm
Northeast Cultural Region
Iroquois Confederacy – Mohawk, Seneca, Oneida, Onondaga, Cayuga, Tuscarora http://www.bigorrin.org/iroquois_kids.htm
Plains Cultural Region
Apache http://www.bigorrin.org/apache_kids.htm
Sioux http://www.bigorrin.org/sioux_kids.htm
Cheyenne http://www.bigorrin.org/cheyenne_kids.htm
Arctic and Sub-Arctic Cultural Region
Inuit http://www.ih.k12.oh.us/ps/Inuit/Maininuit.htm
http://www.windows2universe.org/earth/polar/inuit_culture.html
Additional Information
Overview
http://www1.bellevuepublicschools.org/curriculum/k6web/thirdgrade/nativeamerican3rd/Cultures3rdNatvAM/woodland_culture.htm
Greeley-Evans School District 6
2011-2012
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6th Grade Western Hemisphere Curriculum Guide
Greeley-Evans School District 6
Sixth Grade
Social Studies Curriculum Guide
Unit 3: Maya, Inca
Enduring Concept: Examine the rise and fall of the Maya and Inca civilizations.
Timeline: 5-6 Weeks
Grade Level Expectations (GLE):
Vocabulary:
History GLE (2): The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their
polytheists,
relationships with one another.
monotheist,
Geography GLE (2): Human and physical systems vary and interact.
pictograph,
empire,
Inquiry Question(s):
Caste System,
• Why have civilizations succeeded and failed?
Machu Picchu,
• How did the Maya and Inca adapt to maintain their civilizations?
Atahualpa
• What did these cultures do to maintain their cultural history?
Assessments
Suggested Performance Tasks:
Geography GLE 2 a. Venn Diagram.
Geography GLE 2 b. Cause and effect chart.
Geography GLE 2 c. Cultural Regions Maps.
Geography GLE 2 d. Gallery walks.
History GLE 2 a. Essay and post card from the Maya to Incan on how to survive
colonization.
History GLE 2 b. Timeline on the rise and fall of the Maya and Incan empire
Other Suggested Assessments:
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Higher Level Thinking
Cornell Notes
SCR
Hypothetical Story Write
Quick Writes
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Venn Diagram (Tri-Venn Diagram)
Frayer Model
Foldables (Brochure)
K.W.L.
Evidence Outcomes
Geography GLE 2 a. Classify and analyze the types of connections
between places.
Geography GLE 2 b. Identify physical features and explain their effects
on people in the Western Hemisphere.
Geography GLE 2 c. Give examples of how people have adapted to their
physical environment.
Geography GLE 2 d. Analyze positive and negative interactions of human
and physical systems in the Western Hemisphere.
History GLE 2 a. Explain how people, products, cultures, and ideas
interacted and are interconnected over key eras in the Western
Hemisphere.
History GLE 2 b. Determine and explain the historical context of key
people, events, and ideas over time including the examination of
different perspectives from people involved.
Instruction:
Inca Roads “Describing a Historical Event” from Avid The Write Path book
Materials: Rough draft page, blank paper for final product, copy of p. 124 Social Studies Write Path
Instruction: Using Cornell Notes, students will create a “poster” explaining the purpose of the Inca Trail – a system of roads to connect the Inca Empire.
Follow the layout provided by Avid. Students will hit on the Who, What, Where, When, How and the Significance of this aspect of the Maya Religion.
• Western Hemisphere
• End of Unit: Compare and Contrast Venn Diagram
• Create a Venn Diagram for the Maya and Inca. This can later be used at the end of the Aztec Unit to compare all three on a Tri Venn Diagram.
• The Maya mapping activity will focus on the geographic features, temples, and cities of the Maya Empire
• The make your own Maya God activity will ask the students to create a fake Maya God and relate it to their lives.
Maya
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Greeley-Evans School District 6
2011-2012
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6th Grade Western Hemisphere Curriculum Guide
Suggested Instructional Strategies
Supplements and Projects
• TCI Supplemental Materials: Civilizations of the Americas
Map:
http://www.google.com/imgres?imgurl=http://www.worldatlas.com/webimage/countrys/namerica/latinout.gif&imgrefurl=http://www.worldatla
s.com/webimage/countrys/namerica/latinout.htm&h=838&w=688&sz=19&tbnid=rF9x4M7yAvMQvM:&tbnh=144&tbnw=118&prev=/search%3Fq%3Doutli
ne%2Bmap%2Bof%2Bsouth%2Bamerica%26tbm%3Disch%26tbo%3Du&zoom=1&q=outline+map+of+south+america&hl=en&usg=__hieEOEo8IQAnjYfGuCDsj
GT77-Y=&sa=X&ei=9X3eTZLgKsnw0gHZo6mNCg&ved=0CCoQ9QEwAQ
Texts: PBS Network
http://www.pbs.org/opb/conquistadors/home.htm
Inca
• TCI Supplemental Materials: Civilizations of the Americas
• Inca Roads “Describing a Historical Event” from Avid The Write Path book
o Materials: Rough draft page, blank paper for final product, copy of p. 124 Social Studies Write Path
o Instruction: Using Cornell Notes, students will create a “poster” explaining the purpose of the Inca Trail – a system of roads to connect the Inca
Empire. Follow the layout provided by Avid. Students will hit on the Who, What, Where, When, How and the Significance of this aspect of the
Maya Religion.
• Western Hemisphere
• End of Unit: Compare and Contrast Venn Diagram
o Create a Venn Diagram for the Maya and Inca. This can later be used at the end of the Aztec Unit to compare all three on a Tri Venn Diagram.
Map:
http://www.google.com/imgres?imgurl=http://www.worldatlas.com/webimage/countrys/namerica/latinout.gif&imgrefurl=http://www.worldatlas.co
m/webimage/countrys/namerica/latinout.htm&h=838&w=688&sz=19&tbnid=rF9x4M7yAvMQvM:&tbnh=144&tbnw=118&prev=/search%3Fq%3Doutline%
2Bmap%2Bof%2Bsouth%2Bamerica%26tbm%3Disch%26tbo%3Du&zoom=1&q=outline+map+of+south+america&hl=en&usg=__hieEOEo8IQAnjYfGuCDsjGT7
7-Y=&sa=X&ei=9X3eTZLgKsnw0gHZo6mNCg&ved=0CCoQ9QEwAQ
Resources:
 TCI Supplemental Materials: Civilizations of the Americas
Geography Alive! Regions and People Chapters 1 and 2
Greeley-Evans School District 6
2011-2012
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6th Grade Western Hemisphere Curriculum Guide
Greeley-Evans School District 6
Sixth Grade
Social Studies Curriculum Guide
UNIT 4: Aztec
Enduring Concept: Examine the rise and fall of the Aztec Empire.
Timeline: 6-7 weeks
Grade Level Expectations (GLE):
Vocabulary:
Toltec,
1. Analyze and interpret historical sources to ask and research historical questions.
Empire,
Aztec,
Tenochtitlan,
tribute,
Inquiry Question(s):
Tlatelolco,
Virgin Land Disease,
• How did the environment shape the Aztec culture?
Teotihuacan,
Columbian Exchange,
• How have geographic factors influenced the Aztec civilization?
Mixtec,
sacrifice,
• Why have civilizations succeeded and failed?
Assessments
Common Assessment 3 (February 6-10)
Re-teach: February 13-17
Performance Tasks:
Geography GLE 2 a. Venn Diagram
Geography GLE 2 b. Cause and effect chart
Geography GLE 2 c. Cultural Regions Maps
Geography GLE 2 d. Gallery walks
History GLE 2 a. Essay and post card from the Maya to Incan on how to
survive colonization
History GLE 2 b. Timeline on the rise and fall of the Maya and Incan empire
Other Suggested Assessments:
Quiz builder in Galileo
• Higher Level Thinking
• Cornell Notes
• SCR
• Multiple Choice
• Authentic Assessment
• Hypothetical Story Write
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Mesoamerica,
Moctezuma,
codices,
Lake Texcoco,
polytheism,
Stone of Tonatiah
Evidence Outcomes
Geography GLE 2 a. Classify and analyze the types of connections between
places.
Geography GLE 2 b. Identify physical features and explain their effects on
people in the Western Hemisphere.
Geography GLE 2 c. Give examples of how people have adapted to their
physical environment.
Geography GLE 2 d. Analyze positive and negative interactions of human and
physical systems in the Western Hemisphere.
History GLE 2 a. Explain how people, products, cultures, and ideas
interacted and are interconnected over key eras in the Western Hemisphere.
History GLE 2 b. Determine and explain the historical context of key people,
events, and ideas over time including the examination of different
perspectives from people involved.
Quick Writes
Simulations
Venn Diagram (Tri-Venn Diagram)
Frayer Model
Foldables (Brochure)
K.W.L.
Instruction (Embed 21st Century Skills)
Aztec
Suggested Instructional Strategies
Supplements and Projects
• Examine an Aztec Codex – (Example)
http://www.google.com/search?q=codex+mendoza&hl=en&prmd=ivnsb&tbm=isch&tbo=u&source=univ&sa=X&ei=QgTcTYyPNKOB0QGrztm5Dw&sqi=2&ved=0CC
cQsAQ&biw=1362&bih=583
• TCI Supplemental Materials Civilizations of the Americas
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2011-2012
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6th Grade Western Hemisphere Curriculum Guide
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Compare and contrast the Aztec culture and two other civilizations learned this year with a tri-Venn diagram.
Create a multi-leveled timeline of all the cultures studied this year with the Aztec as the last civilization.
Design and construct a model of Tenochtitlan. Apply all knowledge gained about the architecture and design of Tenochtitlan.
Create a song about the mythological origins of the Aztec Empire.
Create a play about the Fall of Tenochtitlan.
Create a hypothetical story about the Aztec.
Create a Comic Strip.
Brain Pop http://www.brainpop.com/
Renzuilli:
http://renzullilearning.com/default.aspx
PBS Online: Conquistadors
Create a Newspaper of daily Aztec life.
Talking Heads – Aztec and Spanish
DVD and Video
• 500 Nations
• BBC Aztec: Inside the Hidden Empire
http://www.youtube.com/watch?v=G4JabdIKx8s
• History Channel Aztec:
http://www.youtube.com/watch?v=SNzERlekfPE
Resources:
TCI Supplemental Materials - Civilizations of the Americas
Greeley-Evans School District 6
2011-2012
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6th Grade Western Hemisphere Curriculum Guide
Greeley-Evans School District 6
Sixth Grade
Social Studies Curriculum Guide
UNIT 5: Exploration
Enduring Concept: Students will be able to understand the lasting impacts that the Age of
Timeline: 6-7 weeks
Exploration had on the Western Hemisphere.
Grade Level Expectations (GLE):
Vocabulary:
slavery,
• History 2. Historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and Christopher Columbus,
Columbian Exchange,
conquistadors,
their relationships with one another.
Spanish Borderlands,
Ponce De Leon,
• Economics 1. Identify and analyze different economic systems
New France,
colonization,
• Civics 1. Analyze the interconnectedness of the United States and other nations.
Jamestown,
trappers,
Inquiry Question(s):
Pocahontas,
missionaries,
• Why have civilizations succeeded and failed?
Francisco Pizarro,
presidios,
• To what extent does globalization depend on a society’s resistance to and adaptation to change over time?
Hernan Cortes,
missions,
• What factors influenced the development of civilizations and nations?
Henry Hudson,
villages,
• What were the motives behind European exploration of the Americas?
New Netherland,
pueblos,
• What were the differences between the Spanish, French, English and Dutch settlements in the Americas?
New Amsterdam
New World,
• How did European exploration and settlement of the Americas affect indigenous peoples and West Africans?
Assessments
Common Assessment 4: April 2-5
Re-Teach: April 17-20
Performance Tasks:
History 2 a. “I Am” poem for each explorer
History 2 b. Socratic Seminar for Christopher Columbus
History 2 c. Act It Outs for each explored region
(reference TCI), multiple choice test
Economics 1 a. Talking Heads
Civics 1 a, b, c, d. Short Constructed Response: What
were Spain’s political motivations to explore the New
World?
Other Suggested Assessments:
• Quick Write
• SCR
Suggested Instructional Strategies
Supplements and Projects
Evidence Outcomes
History 2 a. Explain how people, products, cultures, and ideas interacted and are interconnected
over key eras in the Western Hemisphere
History 2 b. Determine and explain the historical context of key people, events, and ideas over time
including the examination of different perspectives from people involved. Topics to include but not
limited to Aztec, Maya, Inca, Inuit, early Native American
cultures of North America, major explorers, colonizers of countries in the Western Hemisphere, and
the Columbian Exchange
History 2 c. Identify examples of the social, political, cultural, and economic development in key
areas of the Western Hemisphere
Economics 1 a. Describe the characteristic of traditional, command, market, and mixed economic
systems
Civics 1 a. Discuss advantages and disadvantages of living in an interconnected world
Civics 1 b. Examine changes and connections in ideas about citizenship in different times and places
Civics 1 c. Describe how groups and individuals influence the government and other nations
Civics 1 d. Explain how political ideas and significant people have interacted, are interconnected,
and have influenced nations
Instruction (Embed 21st Century Skills)
Instruction for 6th grade Explorers Unit
Preview:
Review the intent of the Preview. This Preview is designed to introduce students to the rivalry that developed among European nations competing for land
and wealth in the Americas. Prepare materials. Before class, create four stacks of sticky notes (or index cards)—the first with 30 notes, the second with 8,
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6th Grade Western Hemisphere Curriculum Guide
the third with 7, and the fourth with 1. Use a different color for each stack. (Note: These amounts roughly represent the proportions of territory claimed in
the New World by Spain, France, England, and the Netherlands.) Introduce the Preview activity. As students enter the classroom, place them in groups of
five, and have each group sit around a desk. Tell groups you would like each to submit a proposal for a new class configuration. Pass out Student Handout 2A:
Planning a New Classroom Arrangement to one of the groups, and Student Handout 2B: Planning a New Classroom Arrangement to the rest of the groups.
(Note: The directions are different on the two handouts so that one of the groups—the one with Student Handout 2A—will begin to claim furniture before the
others, which will likely trigger a race for the furniture. Do not let groups know they are receiving different handouts.)
Tell students to follow the directions precisely.
Allow groups to claim furniture. Expect that the group with Student Handout 2A— which directs them to quickly choose a name and draw their classroom
map—will start to claim furniture first, similar to Spain’s first claim to territory in the Americas. Hand this group the first pad of sticky notes and allow them
to claim 30 pieces of classroom furniture, similar to Spain claiming the greatest amount of territory in the Americas.
Make sure they proclaim, “I claim this piece of furniture in the name of (group’s name)” each time, which should encourage competition among the groups.
As other groups begin to notice the first group, they should want to claim some of the furniture, just as France, England, and the Netherlands wanted to claim
other parts of the Americas. When the second, third, and fourth groups approach you, hand them the sticky notes from the corresponding stacks to represent
the smaller claims that the French, English, and Dutch were able to establish in the Americas. Allow students to claim furniture until they have used all of
their sticky notes. Expect some groups to be frustrated that they were not allowed to claim furniture.
Debrief the Preview activity. Hold a class discussion centered on these questions:
• How did you feel during this activity?
• Why did you compete with the other groups to claim furniture?
• What were your feelings toward the first group that claimed furniture?
• Do you think it was fair that the first group was allowed to claim more furniture than the other groups? Why or why not?
Materials for Preview
• History Alive! The United States Through Industrialism
• Interactive Student Notebooks
• Graphic Organizer Placard 2
• Transparencies 2A–2E
• Student Handout 2A (1 copy)
• Student Handout 2B (6 copies)
• Student Handouts 2C–2E (1 each per group)
• Sticky notes (or index cards and tape) in four different colors
I Am Poem
Read chapter 2 and guide students through Cornell Notes as you read the chapter: European Exploration and Settlement, in TCI History Alive-“The United
States through Industrialism.” Students choose one European explorer to write an “I Am Poem about. The “I Am” Poem is a poem about a person which uses
ideas of emotions and senses.
Example:
• I am
• I am
• I worry
• I understand
• I try
• I wonder
• I pretend
• I cry
• I say
• I hope
• I hear
• I feel
• I am
• I dream
• I am
• I see
• I touch
Have students share their poems in small groups, and discuss the perspective of the explorer they chose.
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6th Grade Western Hemisphere Curriculum Guide
Socratic Seminar on Christopher Columbus Hero or Villain (zero)
Students perform a Socratic Seminar on Christopher Columbus (is he a hero or a villain?). Use the Christopher Columbus Socratic Seminar Power Point on
Blackboard to guide students through the activity.
First review the rules: Be respectful to your classmates, only one speaker at a time, Refer to examples in the reading (what paragraph number).
The format of the Socratic Seminar is: There is an inside circle and an outside circle, Only inside circle members speak, When they speak, students will refer
to the text and support their opinion/argument with evidence from the text. There is a hot seat for outside circle members. Outside members may speak
and or ask questions as long as they are in the hot seat. At the end of each round, there will be a debriefing/review.
For the closure, you will need to develop a logical argument labeling Christopher Columbus as a Hero or Villain. Students will then use examples from the
Socratic Seminar as well as, background knowledge of Christopher Columbus to answer the following question: “Develop a logical argument labeling
Christopher Columbus as either a Hero or Villain. State and explain your opinion in a minimum of one paragraph/5 sentence response.”
Act It Out
Project Transparency 2A: Columbus Claims San Salvador for Spain. Ask, what do you see here? What are the men doing? Why do you think they are carrying
flags? Who is the man on the far left? Why is he here? Why are some men carrying swords? What do you think they are expecting to find here?
Have students read Section 2.2 and complete the corresponding Reading Notes. You may want to record notes together with the class, or you may want to
allow students to work in pairs. Debrief the Reading Notes. After students have completed their Reading Notes for Section 2.2, have them share their
responses. Use Guide to Reading Notes 2 to check their work.
Pass out Student Handout 2C: Creating an Act-It-Out About Columbus Claiming San Salvador, and have students create and perform an act-it-out. Use
the following steps:
• Assign each group one of the following characters: Christopher Columbus, Priest, Soldier, or Taino Indian.
• Tell students that they will now have about five minutes to prepare for an act-it-out that will bring to life Christopher Columbus claiming San Salvador for
Spain on October 12, 1492. Make sure students understand that they are responsible only for portraying the character you have assigned to their group.
• Tell students to follow the guidelines on Student Handout 2C to prepare for the act it-out. Review the directions with the class.
• When all of the groups are ready, choose four students to step into the projected image and take on the roles.
• During the act-it-out, assume the role of an on-scene reporter and interview the characters.
Pass out Student Handout 2D: Creating an Act-It-Out About New France, and have students create and perform an act-it-out. Use the following steps:
• Assign each group one of the following characters: Older Coureur de Bois, Younger Coureur de Bois, Huron Indian, or Iroquois Indian.
• Tell students they will now have about five minutes to prepare for an act-it-out that will bring to life the scene of two coureurs de bois working in New
France. Make sure students understand that they are responsible only for portraying the character you have assigned to their group.
• Tell students to follow the guidelines on Student Handout 2D to prepare for the act it-out. Review the directions with the class.
• When all of the groups are ready, choose four students to step into the projected image and take on the roles.
• During the act-it-out, assume the role of an on-scene reporter and interview the characters. (Note: During the act-it-out, place the Huron character next to
the two Coureurs de Bois characters. Although the image does not depict the Huron, staging the act-it-out in this manner reinforces how the French
interacted with the Huron. Similarly, place the Iroquois character outside of the image to show that the Iroquois had a hostile relationship with the French.)
Talking Heads
Students will create three “Talking Heads” for explorers from three European regions: Spain, France, and England. “Talking Head” worksheets are available
on Blackboard. They will provide insight into the motivations of these three European Nations in claiming lands in “The New World.” Students will put
themselves into the role of the explorers. The instructions for all three “Talking Heads” are the same: Fill in the head with words and pictures explaining
your motivation behind exploration. Discuss your thoughts, dreams, worries, fears, and desires as you take on this task. What do you want your expedition to
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6th Grade Western Hemisphere Curriculum Guide
achieve? How will you achieve it? You must have at least five numbered words and five numbered drawings with explanations on the back of the worksheet.
Students must also color their “Talking Heads.” It is helpful to have an example of each “Talking Head” by the teacher, to prompt student’s thinking, and
help student’s begin this assignment.
Short Constructed Response
Students will answer the following SCR: What were Spain’s political motivations to explore the New World?
Resources:
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6th Grade Western Hemisphere Curriculum Guide
Greeley-Evans School District 6
Sixth Grade
Social Studies Curriculum Guide
UNIT 6: Colonization
Enduring Concept: Students will be able to understand the founding of the New World as well as the
Timeline: 5-6 weeks
impacts that it had on the indigenous people of the region.
Grade Level Expectations (GLE):
Vocabulary:
James Oglethorpe,
Economics GLE 1. Identify and analyze different economic systems.
indentured servant,
economy,
Civics GLE 2. Compare multiple systems of government.
cash crops,
Magna Carta,
History GLE 2. The historical eras, individuals, groups, ideas and themes in regions of the Western
assembly,
Parliament,
Hemisphere and their relationships with one another.
democratic,
English Bill of Rights,
Puritans,
petition,
Inquiry Question(s):
Mayflower
Compact,
Blue Laws,
• Why have civilizations succeeded and failed?
slave
trade,
social class,
• To what extent does globalization depend on a society’s resistance to and adaptation to change over
Fundamental
Orders,
Middle Passage,
time?
William
Penn,
First Great Awakening,
• What factors influenced the development of civilizations and nations?
Quakers
• What are the consequences if a government does not provide for the common good?
Assessments
Common Assessment 4
Suggested Performance Tasks:
Economics 1 b. Colonial America Map
Civics 2 a. Foldables
Civics 2 b. Philosophical Chairs
History 2 a. Venn Diagram
History 2 b. Salem Witch Hunt Trial simulation
History 2 c. SCR, DBQ, Colonial booth project, multiple choice test
Other Suggested Assessments:
• SCR
• Quick Writes
• Venn Diagram (Tri-Venn Diagram)
• Frayer Model
• Foldables (Brochure)
• K.W.L.
• Philosophical Chairs
• Socratic Seminar
• Gallery Walk
• Cause and Effect Chart
Evidence Outcomes
Economics 1 b. Explore how different economic systems affect job and
career options and the population’s standards of living
Civics 2 a. Describe different forms of government
Civics 2 b. Identify how different forms of government relate to their
citizens. Topics to include but limited to democracy and authoritarian
government
History 2 a. Explain how people, products, cultures, and ideas interacted and
are interconnected over key eras in the Western Hemisphere
History 2 b. Determine and explain the historical context of key people,
events, and ideas over time including the examination of different
perspectives from people involved. Topics to include but not limited to
colonizers of countries in the Western Hemisphere, and the Columbian
Exchange (These topics are not covered in this unit because they have been
addressed in others units of study Aztec, Maya, Inca, Inuit, early Native
American cultures of North America, Major cultures of North America, and
Major explorers)
History 2 c. Identify examples of the social, political, cultural, and economic
development in key areas of the Western Hemisphere
Instruction (Embed 21st Century Skills)
Colonization Suggested Instructional Strategies Supplements and Projects
Maps: http://www.eduplace.com/ss/maps/pdf/us1776.pdf
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6th Grade Western Hemisphere Curriculum Guide
Essential Content:
* Colonial America Map
-Resources: Colonial America 1776 (PDF), Colonial America in 1770 History Alive p. 36
-Essential Content: Provide students with a blank map of the English colonies. Ask them to record selected economic industries and identify patterns that
emerge between the three colonial regions (New England, Middle, Southern).
*Jamestown & Plymouth Venn Diagram
-Resources: Jamestown/Plymouth Venn Diagram http://www.3jcdesigns.com/dove/pdf/Jamestown-Plymouth%20Venn%20diagram.pdf, Jamestown and
Plymouth Compare and Contrast http://www.nps.gov/jame/historyculture/jamestown-and-plymouth-compare-and-contrast.htm, Venn Diagram-Blank
http://images.brighthub.com/bb/d/bbd876fad9a2ab114aa905510108527982daab3a_large.jpg
-Essential Content: Students will compare/contrast the people, products, cultures and ideas of the first two permanent English settlements in the colonies.
After reading the article, "Jamestown and Plymouth Compare and Contrast" students will be able to evaluate the various motivations and outcomes of early
English colonies in North America.
*Salem Witch Trial and Cycle of Intolerance
-Resources: Salem Witch Trial-Background Information Sheet, History Alive! The United States through Industrialism Chapter 4 pg. 53, In Search of History
Video: Salem Witch Trials, Mysteries in History: American History pgs. 27-44
-Essential Content: Students will analyze the interplay of social, political, economic, and legal factors as they developed between Salem Village and Salem
Town. Students will then apply understanding of intolerance exhibited in the Salem Witch Trials to that of their present-day experiences in school. Prompt
students to address the question of, "How will you prevent another 'Salem Witch Trial' from occurring at your school citing specific examples from the
information provided from the unit.
*Two Native American Views
-Resources: The Era of Colonization and Settlement 1600s-1760s p. 26, 1621 Peace Treaty with Massasoit
http://www.mayflowerhistory.com/PrimarySources/MassasoitTreaty.php, William Penn's Treaty with the Delaware Indians
-Essential Content: Students will analyze the significance of a peace treaty in conducting civic duties in colonial American between Native Americans and
English colonists. Further discussion will involve evaluating the different perspectives of the peace treaty and how different government/cultural/religious
backgrounds influenced to what degree these documents were successful.
*Colonial Fair/Creating a Colonial Booth
-Resources: TCI Interactive Student Notebook pgs. 16-20, History Alive! The United States through Industrialism Chapter 3, Lesson Guide 1 pgs. 44-46, Create
Your Own Colony Homework
-Essential Content: Utilize activity as a culminating event to the unit. Students will evaluate an assigned colony based on the criteria (founders, settlers,
climate, geography, economy/occupations, religion, government). Following this analysis, students will prepare and present on their colony. Finally, students
will embark on a gallery walk of the colonies and rank each one based on which criteria they value the most. Initiate a final class discussion on how this
simulation was similiar/different to real-life colonization. Teachers have the option to assign the students an extension opportunity with the Create Your Own
Colony Homework
Resources:
TCI supplemental: Civilization of America,
TCI History Alive: The United States Through Industrialism and Lesson Guide 1,
Found on blackboard:
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6th Grade Western Hemisphere Curriculum Guide